Ensuring healthy social dynamics and motivation in Youth Citizen Science Programs

Citizen science programs have become increasingly popular over the last few years, and have been a popular model for various informal science education programs. Recent research evidence indicates that such programs are effective in enhancing students' science motivation and engagement. For citizen science programs to be maximally effective, students' social motivation and the social dimensions of their learning environment must be taken into account. Accordingly, the current chapter features four theories of motivation and adolescent development, specifically self-determination theory, achievement goal orientation theory, stereotype theory, and social capital theory, and provides practical instructional recommendations for educators who aim to implement citizens science programs in formal school settings. Based on these theories, we offer recommendations on instructional planning, assessment, social climate, and working and building partnerships with the community. We also emphasize how citizen science programs can provide a supportive learning environment for underprivileged youth.